The visual analysis essay is your second major assignment in the course

First and Last Name

Instructor’s Name

Course Name

October 22, 2022

Take the Risk

The visual analysis essay is your second major assignment in the course 1

Introduction

The paper described Conquer Your Fears and Take Risks
To achieve your goals, you must be willing to take risks, but in the end, it will be worth

It.

Taking the first step toward success is as easy as exhaling and making a decision.
There are no major achievements that did not require some degree of risk.
But the catch comes when you really do it.
Risk-taking and pushing boundaries make individuals stronger and happier (Fairman and Mackenzie; Finlayson).

Visual Rhetoric of Fear

The paper described the appeals to logic, emotion and ethics of risk
Ethos refers to the motivations or values that underlie a risk.
This category of devices uses logic and reason to persuade, often using statistics, quoted facts, and authority assertions.
Emotionally appealing rhetoric. To affect the audience's mind, elicit sympathy, pity, or fury (Fairman and Mackenzie; Finlayson).

Impact of Stress Hormones

Signals produce "stress hormones" like adrenaline from the sympathetic nervous system.
Since your brain is concerned with dread, it will be hard to concentrate on simple activities.
When individuals are frightened, the hypothalamus releases hormones to the sympathetic nervous system and adrenal-cortical system.
Fear is brain-based and these put the body on high alert (Fairman and Mackenzie; Finlayson).

Impact of Fear

Fear is triggered by physical, emotional, or mental harm.
Fear, despite its terrible image, propels us to act when threatened.
People often mistake the look of terror on the face for one of astonishment.
Coldness and difficulty breathing are common complaints (Fairman and Mackenzie; Finlayson).

Conclusion

The author describes the appeals to logic, emotion and ethics of risk in an attempt to persuade people to take risks.
Fear is brain-based, and these put the body on high alert, he says, and can make it hard to concentrate on simple activities when feeling anxious or frightened.

Works Cited

Fairman, Janet C., and Sarah V. Mackenzie. “Spheres of Teacher Leadership Action for Learning.” Professional Development in Education, vol. 38, no. 2, Apr. 2012, pp. 229–246, 10.1080/19415257.2012.657865. Accessed 4 Apr. 2019.

Finlayson, Maureen. “Addressing Math Anxiety in the Classroom.” Improving Schools, vol. 17, no. 1, Mar. 2014, pp. 99–115, 10.1177/1365480214521457.